SPEAKING RUBRIC: FRENCH 5-6-7-8
4
3
2
1
Proficient
with
Distinction
STUDENT CONSISTENTLY SPEAKS ABOVE INSTRUCTION LEVEL.
SPEAKING expands upon task with much detail, flows naturally using appropriate transitions, and with little
hesitation; sentences are longer including uses of and/or/but and may include uses of because/since/therefore;
ideas are fully developed and well organized; appropriate use of dialogue may be evident.
VOCABULARY use exhibits an extensive range of both current and previous vocabulary with minimal errors.
STRUCTURES are at upper tier of instruction; errors are minimal; pronunciation is accurate; consistent use of
both basic-beginner and intermediate-beginner structures; emerging use of advanced-beginner structures (object
pronouns, adjective agreement, verb endings ).
Proficient
STUDENT CONSISTENTLY SPEAKS AT INSTRUCTION LEVEL.
SPEAKING develops task fully with some detail and flows naturally; some hesitation is evident, but does not
interfere with understanding; sentences are longer and may include uses of and/or/but; ideas are organized and
developed.
VOCABULARY use is adequate and appropriate to task with few errors and exhibits much use of current
vocabulary; some previous vocabulary may be evident.
STRUCTURES are appropriate to instruction; errors do not hinder overall comprehension; pronunciation errors
are minimal; consistent use of basic-beginner structures.
Partially
Proficient
STUDENT SOMETIMES SPEAKS AT INSTRUCTION LEVEL.
SPEAKING addresses task completely but is simple, lacking details; sentences may be choppy, but are
organized and sometimes complete, but may often be merely a list of descriptions or actions.
VOCABULARY use is limited and may be incorrect, but some current vocabulary is evident.
STRUCTURES are at lower tier of instruction; errors begin to hinder comprehension; pronunciation may be
influenced by native language; inconsistent use of basic-beginner structures.
Beginning
STUDENT SPEAKS BELOW INSTRUCTION LEVEL.
SPEAKING may not address task completely; sentences are often incomplete, repetitive, and disorganized;
difficult to follow.
VOCABULARY use is severely limited, often incorrect, and little current vocabulary is evident and/or incorrect.
STRUCTURES are below level of instruction; errors make comprehension difficult; pronunciation is highly
influenced by native language; incorrect use of basic-beginner structures far outweighs correct usage.